Papers by Kenneth Anthony
Video interview about our article published in AMLE Magazine.
Conference presentation with a goal to help inservice teachers use the Library of Congress and pr... more Conference presentation with a goal to help inservice teachers use the Library of Congress and primary sources to engage their students in historical thinking
National Council for the Social Studies Conference Presentation based on our work helping element... more National Council for the Social Studies Conference Presentation based on our work helping elementary and middle school teachers and teacher candidates learn how to effectively use primary sources from the Library of Congress in the classroom
<p>In progress project- presented at Midsouth Educational Research Association Conference i... more <p>In progress project- presented at Midsouth Educational Research Association Conference in 2015</p><p>Participants included 29 elementary/middle level education preservice teachers enrolled in a social studies methods course in their final semester prior to student internship. All participants were female. Of the participants in the course, 27 were eligible for social studies endorsements with their 21 hours of social studies course work.</p><p>To assess their knowledge of primary sources, we asked the participants to define primary sources and to make a list of primary sources. One unexpected outcome of this was that our students did not see information posted on social media, particularly Twitter as a primary source. They viewed it as a secondary source. We thought this was interesting and important and dug deeper into their responses to see what impact this might have on their ability to teach history. </p
The goal of this study was to identify and analyze Lost Cause myths in Reconstruction narratives ... more The goal of this study was to identify and analyze Lost Cause myths in Reconstruction narratives and identify themes that helped maintain the existing social structure/ hierarchy. This was done through analyzing the Reconstruction accounts in Mississippi history textbooks. The texts were the Mississippi history textbooks available in a large university library. The 1887 text was the earliest text I could find and the latest text was 2013. The texts were primarily published by companies in the South. Only two texts that are described in this analysis were published in the North: Lowry and McCardle (1892) in New York and Sansing (1981) in Minnesota.<div><br></div><div> I employed content analysis to analyze the texts. My initial analysis used an inductive approach to identify the themes that emerged from an initial text (Berg, 2007). An initial review of one text (Riley, 1915) identified a base set of themes from the Reconstruction narrative to be used as a starting point for analysis of the other texts. The initial set of themes was derived from the texts, because the goal was to identify themes that emerged from the texts and then see how these themes were presented overtime. I then shifted to a combination of deductive and inductive approaches with the remaining texts. I used the initial set of themes to guide my analysis, but was open to the introduction of new themes that emerged in the other texts.</div> <br><div>The short version paper was published in the International Society of the Social Studies Conference Proceedings (2014).</div><div><br></div><div><p>Anthony, K. (2014). Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976. in <i>The International Society for the Social Studies Annual Conference Proceedings</i>, Russell, W. (Ed.). Orlando, FL: The International Society for the Social Studies.<i></i></p></div
This is the handout for a presentation at a Middle School Conference. We are in the process of pu... more This is the handout for a presentation at a Middle School Conference. We are in the process of publishing a full length article about this topic. It should be published August or September 2016.<div><br></div><div>The reference link below has more information on the lessons we have taught.</div><div><br></div><div><br></div
<b>This is a paper we presented at a conference that later evolved into an article publishe... more <b>This is a paper we presented at a conference that later evolved into an article published by AMLE Magazine.</b><div><b><br></b></div><div><p>Anthony, K. & Miller, N. (2014). Digging Deeper with Primary Sources. <em>AMLE Magazine, 1</em>(5), pp. 23-25.</p><p><br></p></div
Our goal was to understand the nature of the teacher shortage in Mississippi in order to provide ... more Our goal was to understand the nature of the teacher shortage in Mississippi in order to provide policy makers with the knowledge necessary to develop effective solutions. Previous research has focused on the nature of the problem and questioned if there was really a national teacher shortage. Some argue that rather than a national teacher shortage, there is a teacher distribution problem. We were guided by the question: What predicts which districts are critical teacher shortages? Because the nature of the question was predictive and binary, we created a
Current Issues in Education, 2013
This study examined the perspectives of home school families regarding the rights, interests, and... more This study examined the perspectives of home school families regarding the rights, interests, and responsibilities of family and state over education. These families viewed the common good differently than critics of home schooling. They believed the diversity of curriculum and worldview in their home schools positively impacts the common good by increasing the overall diversity of society. These families situated the practice of home schooling within the exercise of religion inserting a Constitutional challenge into the debate over home schooling. The voices of these families, their declarations of independence from the educational norm in our nation, challenge our views of what really is the common good, what diversity we value, and what activities we include in our definition of the free exercise of religion.
Our goal is to understand the nature of the teacher shortage in Mississippi in order to provide p... more Our goal is to understand the nature of the teacher shortage in Mississippi in order to provide policy makers with the knowledge necessary to develop effective solutions. Previous research focuses on the nature of the problem and even questions if there is really a national teacher shortage. Some argue that rather than a national teacher shortage, there is a teacher distribution problem. Our research is guided by the question: What predicts which districts have critical teacher shortages? Because the nature of the question is predictive and binary, we create a logistic regression model. Data for 151 school districts is analyzed. Forty-seven are identified as critical teacher shortage districts. Eight predictor variables are entered into the model: (a) average expenditure per pupil, (b) % revenue generated locally, (c) % students black, (d) % administrative expense, (e) QDI (district accountability score which is assigned by the Mississippi Department of Education), (f) average teacher salary, (g) congressional district, and (h) Delta or not Delta. Only race, geography, and local funding are included in the final model. Our findings indicate that districts with a high percentage of black students, districts located in the Yazoo-Mississippi River Delta Region, and districts that generate less money locally for education are more likely to have a teacher shortage. Our research clearly illustrates the complexity of the teacher shortage problem in Mississippi. The teacher shortage is primarily a function of race and geography. The factors that most influence the shortage extend beyond the world of education and education policy. One possible solution within the realm of education is to implement incentives to enable students from areas with teacher shortages to attend university, prepare to be a teacher, and then return to teach in their home community.
This issue of Middle Level Learning includes two articles written by Mary Katherine Morgan and me... more This issue of Middle Level Learning includes two articles written by Mary Katherine Morgan and me about Grant and slaver
Four families' experiences in an educational cooperative and the impact on their home schools... more Four families' experiences in an educational cooperative and the impact on their home schools are detailed in the study. Results indicated that the families were highly dependent upon the cooperative. The cooperative signified a compromise for the families between the freedom of home schooling and the accountability and support provided by a school. These findings are important for traditional education. Just as home schools are evolving and developing institutions that look something like schools, schools can change too. One way is for the traditional school to operate as a family and community resource rather than the sole purveyor of knowledge.
The goal of this study was to identify and analyze Reconstruction narratives in Mississippi Histo... more The goal of this study was to identify and analyze Reconstruction narratives in Mississippi History textbooks from 1887-1981 and identify themes that helped maintain the existing social structure/ hierarchy. The Reconstruction narratives in these texts created a myth of corrupt Reconstruction that was run by others who were characterized as evil, dishonest, ignorant, outsiders, and greedy. This narrative helped to support the maintenance of the existing social order from post Reconstruction through the 1960s and 1970s. It also provided, or reinforced, intellectual arguments used to resist desegregation during the Civil Rights Era.
From our presentation at National Rural Education Association 106<sup>th</sup> Annual... more From our presentation at National Rural Education Association 106<sup>th</sup> Annual Convention and Symposium, October 17-19, 2014, San Antonio, TX. Franz, D., Anthony, K., Brenner, D. "Addressing Teacher Shortages in Rural Settings."
This is the poster from a presentation I did at NCSS 2014 in St. Louis.
In 1998, the Mississippi Association for Gifted Children (MAGC) created a task force to study ide... more In 1998, the Mississippi Association for Gifted Children (MAGC) created a task force to study identification practices in Mississippi. MAGC was concerned about minority under representation in gifted programs. The task force worked to answer the question "Is the implementation of the Mississippi referral to placement process equitable?" Results of the study showed that it is not. The research identified practices that some districts have used to increase minority participation in gifted programs. The study also provided information on the identification practices of Mississippi districts. This information showed that districts are not doing all they can to increase minority participation in gifted programs. Recommendations for identifying and serving more minority students in gifted programs are made based on a study of three districts that have experienced success in identifying minority students.
The National Council for the Social Studies College, Career, and Civic Life Framework (C3) was de... more The National Council for the Social Studies College, Career, and Civic Life Framework (C3) was designed to link social studies with ELA Common Core State Standards. C3 is an Inquiry Framework and the gateway to the inquiry process is questioning. One method for fostering questioning skills involves pairing non-fiction narrative texts with related historical photographs. In this article, we provide an example of one way that teachers can pair historical texts with photographs from digital archives in the Library of Congress. We provide an example of pairing historical photographs with a children's book set in the Great Depression in Mississippi.
The adoption of Common Core State Standards presents the social studies with an opportunity and a... more The adoption of Common Core State Standards presents the social studies with an opportunity and a challenge. Common Core State Standards focus on college and career readiness. The focus on college and career readiness is a challenge because the civic education goal of social studies may be lost or overlooked. The opportunity is that social studies is one of those other areas that must be used to help develop literacy. The goal of this paper is to discuss how to use social studies texts, specifically primary sources related to Susan B. Anthony’s trial, to meet literacy and social studies goals.<div><br></div><div>I have provided a link to the published paper below and I have provided the materials I presented at the National Council for Social Studies Conference in 2013. </div><div><br></div><div><p>Anthony, K. & Morgan, M.K. (2014). Susan B. Anthony’s trial, social justice, and Common Core connections. <i>The</i> <i>Georgia Social Studies Journal, 4</i>(1), pp. 10-19. <a href="http://www.coe.uga.edu/assets/docs/hubs/gssj/Anthony-and-Morgan-2014.pdf">http://www.coe.uga.edu/assets/docs/hubs/gssj/Anthony-and-Morgan-2014.pdf</a></p></div><div><br><div><br></div></div
Uploads
Papers by Kenneth Anthony